Napier Intermediate - 07/07/2014

Findings

Napier Intermediate trustees, senior leaders and teachers focus on improvement and are well placed to sustain and improve the school’s performance. Students participate in a wide range of learning experiences in and outside of the classroom. Plans are in place to improve student progress and achievement, particularly in writing.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Napier Intermediate caters for students in Years 7 and 8. Students attending the school come from a range of ethnic backgrounds, with 37% identifying as Māori. The school's values are focused on: respect, responsibility and relationships.

Property developments since the June 2011 ERO report have included open and modern classrooms. Initiatives such as separate classes for boys and girls and an increased use of digital technology have been put into practice to support students' learning.

Staff are focused on promoting students as successful learners. Positive Behaviour for Learning (PB4L) strategies and the school’s values guide attitudes and behaviour. Students are supported to be independent and self managing, and to become leaders.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses student achievement information well to make positive changes to learners’ engagement, progress and achievement.

Teachers use student achievement data to make decisions about levels and grouping, and to identify students who require additional support and extension. They continue to strengthen moderation practices to support the reliability of their overall teacher judgements about students' achievement. Teachers regularly reflect on the progress of their target students to ensure they are providing programmes that are well matched to individual needs.

Students with special education needs are well supported to participate and engage in learning through appropriate interventions. They learn alongside their peers and participate fully in school life. Transition into and out of the school is well planned and underpinned by positive relationships amongst students and their parents, schools and external agencies.

Senior leaders collect a range of data to inform decision making and identify future directions. Trustees receive beginning and end-of-year reports about student achievement. The school has identified the need to strengthen student achievement reporting to the board by including mid-year reports.

The school acknowledges that many students are underachieving in relation to National Standards in reading, writing and mathematics. Plans are in place to increase student progress and achievement particularly in writing. This planning includes targeted professional learning and development and review of teaching practice. A next step is to strengthen the focus on accelerating the progress for identified students.

Parents receive useful information about their child's progress and achievement in relation to National Standards for reading, writing and mathematics. Learning goals are set, evaluated and modified regularly. Teacher’s feedback supports students’ next learning steps and strategies for parents and whānau to extend learning at home. Senior leaders are continuing to review the effectiveness of student reports to parents.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes success for many students. In-depth review is required to investigate how it could better support those students who are not achieving or making sufficient progress.

Teaching and learning programmes are consistent with The New Zealand Curriculum principles, values and key competencies. Appropriate priority is given to literacy and numeracy. Other curriculum areas such as science and social sciences are integrated through student inquiries, based on a range of topics.

Students participate in a wide range of learning experiences in and outside of the classroom. These include cultural groups, performing, visual arts, sport exchanges and competitions. Pacific students showcase and celebrate their cultures within the school curriculum.

Teachers know their students well and develop positive and affirming relationships with them. PB4L and values are integrated into the daily life of the school. Some useful strategies support students’ progress and achievement.

Teachers continue to provide further support for students to develop increased clarity about their learning and identify their next steps. Student voice is regularly sought and beginning to influence curriculum decisions.

Digital learning is at an early stage of use schoolwide. It is recognised and valued as an important tool for increasing students' engagement and responsibility for their progress and learning. Some students bring their own digital devices.

How effectively does the school promote educational success for Māori, as Māori?

Māori students have a wide range of opportunities to experience success. These include kapa haka, biennial marae visits and timetabled learning experiences. School initiatives are focused on strengthening whānau engagement and building staff capability in the use of te reo me ngā tikanga Māori.

A next step for the school is to develop a more strategic approach to improve outcomes for Māori students. This should include:

  • a strategic plan with specific progress and achievement targets, actions and indicators of success to improve outcomes for all Māori students
  • an increased knowledge of whānau values and aspirations
  • partnerships with iwi.

Using the Ministry of Education publications Ka Hikitia Accelerating Success 2013-2017 andTātaiako: Cultural Competencies for Teachers of Māori Learners should guide this development and practice.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Napier Intermediate is well placed to sustain and improve its performance. Trustees, senior leaders and teachers are focused on improvement.

Members of the board know their governance roles and responsibilities well. They are reflective and responsive. They use information from consultation and student achievement data to make decisions which are focused on improving student outcomes.

Senior leaders support staff to take on leadership roles within the school. A recently undertaken professional learning programme benefits teacher development. Staff work with each other to share ideas and reflect on their teaching practices.

Teachers are continuing to strengthen inquiry into their own practice. Ensuring this is consistently practised and of sufficient depth should help to raise student achievement.

The senior leadership team is very responsive to information gathered through self review. The school should have a more organised systematic approach that:

  • pulls all the evidence together
  • includes evaluative questions, indicators of success and targeted action plans.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Napier Intermediate trustees, senior leaders and teachers focus on improvement and are well placed to sustain and improve the school’s performance. Students participate in a wide range of learning experiences in and outside of the classroom. Plans are in place to improve student progress and achievement, particularly in writing.

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services Central Region

7 July 2014

About the School

Location

Napier

Ministry of Education profile number

2619

School type

Intermediate (Years 7 and 8)

School roll

362

Gender composition

Female 56%, Male 44%

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

37%

53%

10%

Review team on site

May 2014

Date of this report

7 July 2014

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

June 2011

May 2008

March 2007